Redefining classroom instruction

• Published in: Advances in physiology education Vol. 30; no. 3; pp. 124 - 127
• Main Authors: Goldberg, Harry R, Haase, Eileen, Shoukas, Artin, Schramm, Lawrence
• Format: Journal Article
• Language: English
• Published: United States American Physiological Society 01.09.2006
• Subjects: Anatomy & physiology; Cardiovascular Physiological Phenomena; Education, Medical; Humans; Internet; Learning; Online instruction; Physiology - education; Problem-Based Learning; Science education; Teaching - methods
• ISSN: 1043-4046; 1522-1229
• DOI: 10.1152/advan.00017.2006

1 Department of Biomedical Engineering, The Johns Hopkins School of Medicine, Baltimore, Maryland 2 Department of Biomedical Engineering, The Johns Hopkins University, Baltimore, Maryland Address for reprint requests and other correspondence: H. R. Goldberg, Dept. of Biomedical Engineering, The Johns Hopkins School of Medicine, 115 PCTB, 725 N. Wolfe St., Baltimore, MD 21205 (e-mail: goldberg{at}jhmi.edu ) Abstract In this study, the role of the classroom instructor was redefined from a "lecturer" responsible for delivering the core curriculum to a "facilitator" at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction. Key words: hybrid learning; active learning; virtual lectures